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There appears to be a globally unifying discourse that suggests Muslim communities are not supportive of girls' education12. This paper aims to destabilize such a discourse by inserting the narratives of Muslim parents pursuing girls' education in Assam's Nagaon district. By paying attention to the concepts of bhal suwali (good girlhood) and bhal ghor (good family) articulated by parents in my study, this paper connects the performances of certain types of gender practices with the pursuit of class aspirations. It shows that good girlhood works as symbolic capital that helps Muslim parents to culturally authorize their daughters as legitimate actors in the field of education, while legitimizing themselves as good family. This paper draws attention to three practices of respectable femininity through which good girlhoods are enacted in the field of education, namely: negotiating poverty respectably, prioritizing gendered discipline, and merging career aspirations with marital prospects. [ABSTRACT FROM AUTHOR]

The negative aim of this paper is to identify shortcomings in received theories. First, we criticize approaching audiences, and large gatherings more general, in categories revolving around the notion of the crowd. Second, we show how leading paradigms in emotion research restrict research on the social-relational dynamics of emotions by reducing them to physiological processes like emotional contagion or to cognitive processes like social appraisal. Our positive aim is to offer an alternative proposal for conceptualizing emotional dynamics in audiences. First, we offer a notion of emotional sharing for studying the social-relational dynamics of emotions. Second, we propose a working concept of audience as a dynamic and dispersed social collective. Finally, we bring these elements together in the description of two scenes of jubilation. [ABSTRACT FROM AUTHOR]

The dominant popular perception in contemporary Romania is that its people have strong, persistent and genuine Christian beliefs that are the main source of their attitudes towards death and of their representations of the afterlife. Questioning this assumption, this paper is based on two exploratory studies consisting of 80 semi-structured interviews and aims at investigating the features of personal representations related to death in contemporary Romania. It highlights the emergence of new patterns of representation and new and unexplored attitudes towards death, dying and the afterlife, identifying three categories of interviewees: the believers, the personalists, the atheists. The paper pleads for further study of Romanian beliefs and representations related to the topic of death from a sociological perspective. As it is the case with the majority of Romanian post–communist studies on death and dying, elements related to religion and folklore should not be considered the only ones that matter. [ABSTRACT FROM AUTHOR]

This paper examines the relationship between school closures during the Covid-19 pandemic and the ideology of intensive mothering through analysis of posts on lockdown learning in an online mothering community. It is argued that although the school closures seemed to constitute an endorsement and normalisation of intensive mothering ideology [Hays (1996). The Cultural Contradictions of Motherhood. New Haven: Yale University Press] by the machinery of government, and increased the pressure upon many women, some mothers resisted these expectations in this online forum. The online community served as a space in which intensive mothering expectations were articulated [Lehner-Mear (2020). "Good Mother, Bad Mother? Maternal Identities and Cyber-Agency in the Primary School Homework Debate." Gender and Education 33 (3): 285–305] but also offered an arena for cyber-agency, enabling women to express negative emotions, and normalising the rejection of expert constructions of mothering. [ABSTRACT FROM AUTHOR]

Child marriage is a problem that has continued to attract global attention. The media have been identified as critical to the fight against the scourge as it discusses the capacity to raise awareness of the issue as well as trigger action in solving the problem. The report of the alleged abduction of a minor, Ese Oruru by one Yunusa Dahiru for marriage jolted the nation and sparked public outcry for her release. This study explored newspaper framing of the incident. Drawing from qualitative frame analysis, it examined how Punch and Daily Trust newspapers framed the alleged abduction saga. The study found that there was contrastive framing of the incident with Punch newspaper portraying the issue as abduction while Daily Trust newspaper depicted it as elopement. The influence of socio-cultural leanings of these papers on the contrastive framing is discussed. The implication of the divergent framing of the saga on the fight against child marriage is highlighted. [ABSTRACT FROM AUTHOR]

The article presents a call for papers for the meeting titled "Annual Allied Social Sciences Association Meetings" to be held on January 4-6, 2008 at New Orleans, Louisiana with a theme about inequality, democracy, and the economy. The Association for Social Economics members and nonmembers are encouraged to submit proposals for the New Orleans ASE program. The papers can be send by email of 300 words or less by May 1, 2007 to John Davis of University of Amsterdam and Marquette University. Guide questions are also included.

This involves incorporating voices and praxis internationally, in particular from the Global South, Latinx scholars, and other scholar-activists not represented enough in this special issue. This special issue on Funds of Identity, guest edited by Moisès Esteban-Guitart, is comprised of six research papers and Esteban-Guitart's response, with collective support from Julian Williams and Alfredo Jornet as host editors. The Special Issue finishes with a paper by our guest editor, Moisès Esteban-Guitart, entitled: "Advancing the funds of identity theory: A critical and unfinished dialogue.". [Extracted from the article]

Lecture recording is an increasingly common practice in UK universities, whereby audio, video, and multimedia content from lecture theatres can be captured and distributed online. Despite a large body of recent lecture capture literature, much of the empirical research adopts positivist paradigms, which overlooks the complex and unpredictable nature of teaching and learning. Addressing this knowledge gap, this exploratory case study adopts sociomaterial approaches, specifically perspectives from the domain of actor-network theory (ANT), to view learning technologies as complex assemblages involving heterogeneous human and non-human entities or actors. This paper explores the entanglements involved in enacting online pedagogy and learning across spatiotemporal dimensions using trace ethnography and visualisation mapping. Examining the student-led study practices revealed that multitasking and fluid task switching, between contrasting networks and spaces, was a significant activity during the playback of lecture recordings. Exploring an innocuous and ubiquitous practice, such as video pausing, affords nuanced perspectives into the sociomaterial entanglements involved in enacting study practices. Moreover, adopting multimodal sensitivities reveals how often overlooked modes, such as iconography, can become actors within an assemblage. This may offer new insights into how modes help produce or stabilise configurations and advance efforts in attending to the non-human within actor-networks. [ABSTRACT FROM AUTHOR]

This contribution to the symposium focuses on those facets of Martin Bulmer's work that sought to analyse the role of race and ethnicity in the development of sociological research. It highlights, in particular, his continuing interest through much of his scholarship with the work of the Chicago School and of key figures within it in the development of both conceptual and empirical research agendas in this field. This interest was intimately linked to his long-standing curiosity about the origins of sociological research and the links between sociology and social and public policy. The paper also explores Bulmer's engagement with questions about race and ethnicity. It also highlights his contribution to the development of the journal Ethnic and Racial Studies as a key forum for the publication of empirical and theoretical research on race and ethnic issues, linking the contributions of diverse national scholarly traditions together. [ABSTRACT FROM AUTHOR]

New energy technologies present opportunities for low-carbon housing but also significant upfront costs for house owners. Due to the long service life of such technologies, market valuation impacts on the feasibility of such investments. Yet, existing evidence on the market valuation of energy investments in private housing is inconclusive. Furthermore, despite significant policy efforts, energy performance certificates remain ineffective. This paper addresses these gaps with a study of real estate agents and the use of market devices, such as tools, databases, classification schemes, inspection protocols and market practices. Our analytical framework builds on the sociology of markets, actor network theory and pragmatist theories of valuation in order to highlight the material and discursive assemblages and arrangements that intervene in the construction of markets. Drawing on empirical evidence from Finland, the results point to asymmetries in market devices and valuation practices that disfavour energy investments compared to the other key quality attributes of housing. [ABSTRACT FROM AUTHOR]

The increased use of quantitative education data is often regarded by scholars as evidence of the emergence of'governing by numbers'. These scholars ascribe major stakeholders such as the OECD and nation states agency as they produce, distribute and consume data, and respond to these with policy and management initiatives. This paper argues that metrics themselves have a configurative agency that affects education in terms of educational ideas and designs. The paper illustrates this point by analysing two cases of graduate employability metrics, each of which configures education differently, and discusses how the configurative agency of metrics can become the focal point of a different research agenda using distinct analytical concepts drawn from the sociology of quantification and new materialism. The paper concludes that such a research agenda can enable actors involved in the design and development of education to enter into a professional dialogue and engagement with education data, rather than merely dismissing it. [ABSTRACT FROM AUTHOR]

Consciousness is a natural and integral part of human beings that is at the core of our physical, emotional, mental, and spiritual functions throughout our lives. However, we tend to be too occupied with or distracted by the details of our daily existence to be fully aware of our own consciousness. More often than not, we are engaged in the surface consciousness in the materialistic world or emotional realm, which interferes us to get connected with our deeper consciousness and capacity. This paper will unpack the layers of human consciousness (or lack of consciousness) from philosophical perspective to examine the relations between our understanding of consciousness and its impact on our holistic wellbeing and growth (Singh, 2016; Suzuki, 1999; Thompson, 2015). What is consciousness? How do human beings choose our consciousness? What is the relation between micro and macro consciousness? How do we expand, develop, and apply our consciousness for the maximum wellbeing and growth through education? The paper intends to go beyond the compartmentalized analysis of consciousness (e.g. biological, psychological, neurological etc.) by engaging a holistic metaphysical viewpoint as well as relational and dialectic approaches (Ames & Hall, 2003) Hegel, 1807, 1977; Laozi, 1999). It aims to connect theory, learning, and living together with nature and universe beyond the limitation of time and space. [ABSTRACT FROM AUTHOR]

In recent years, alternative teacher preparation programmes are globally emerging to address teacher quality in 'hard-to-staff' schools. These programmes commonly attract graduates from prestigious universities to teach in disadvantaged schools for two years. One programme of this kind in China is the 'Exceptional Graduates as Rural Teachers' (EGRT). In this paper, we repurpose Bourdieu's sociology to understand the power shift and social change through EGRT fellows' position-(re)takings in subjective and objective crisis during their EGRT service term. Interviews with 16 EGRT participants reveal two themes: (1) In the initial stage of EGRT service, contemptuous habitus navigated EGRT fellows to a position of assumed privilege and misrecognised the arbitrary value of educational capital; (2) Over the EGRT service term, position-retaking gradually came to the fore. EGRT fellows learned to recognise a range of rural teachers' attributes termed as 'localised pedagogical capital'. We conclude the paper with some recommendations for EGRT to transform both EGRT fellows and local teachers into reflexive sociological workers. These recommendations have important implications for a long overdue response to the urban-oriented rural education. [ABSTRACT FROM AUTHOR]

Genital fashioning practices, such as Brazilian waxing and female genital cosmetic surgery, have become increasingly prevalent within contemporary western societies. This paper explores the role of genital fashioning in the construction of contemporary femininity. It uses in-depth interviews and focus groups with Australian women aged 18–30 to investigate female genitalia as a site of alteration. Drawing on broader understandings of the body as socially mediated, this paper contends that multiple modification practices are employed to produce genital appearance. It departs from previous investigations which consider genital fashioning practices in isolation. In identifying the scope of genital fashioning, this research reveals a continuum of genital fashioning practices, both physically and discursively mobilised by women to negotiate their identity, sexuality, and femininity. [ABSTRACT FROM AUTHOR]

In this paper, we report on an 18-month ethnographic field study inside the newsroom of a popular newspaper in Belgium, chronicling the endeavours of editors and journalists as they shift from a classic division between print and online beats to an integrated digital first-based newsroom. Throughout the paper, we stress the messiness and contingencies of changing the fixed structures of working journalists who are forced to undergo radical changes in their daily work, and how top-down communication affects their disposition towards, acceptance of and commitment or resistance towards the shift. We establish three types of newsroom tension (vertical, horizontal and diagonal), as well as five recurring steps faced by all hierarchical levels of the newsroom in its innovation attempts (contemplation, preparation, frustration, negotiation and adaptation). We conclude that flawed communication impacts dispositions towards innovation at various stages of the integration process and fuels tensions between various hierarchical levels. With journalistic practice in a constant state of flux, in-depth ethnography-based studies remain vital to analyse newsroom innovation and change. [ABSTRACT FROM AUTHOR]

In this paper we begin to explore how knowledges being generated in bioscience might be brought into productive articulation with the Sociology of Education, considering the potential for emerging transdisciplinary, 'biosocial' approaches to enable new ways of researching and understanding pressing educational issues. In this paper, as in our current research, we take learning as our focus. Our work brings together collaborators from across fields: sociology of education; molecular biology and biochemistry; cognitive neuroscience; fMRI imaging; and EEG. Through the paper we explore the generative potential of an encounter between life sciences and sociology of education. Through consideration of the conceptual and methodological elements of our 'Synchrony in Learning' research and engagement with our pilot experimental approach, our research is suggesting that our central concept, learning, is undergoing metamorphosis, challenging us to understand learning as a phenomenon produced through the intra-action of a multiplicity of forces and processes. [ABSTRACT FROM AUTHOR]

This paper presents an account of the development of the sociology of education in the UK, by means of an analysis of papers published in the field's flagship journal, the British Journal of Sociology of Education and its US equivalent, Sociology of Education. In particular, we examine the representation of two contrasting traditions in addressing social inequalities: 'political arithmetic'; and the more recent 'cultural turn'. We find that in the UK, the cultural turn dominates; whilst in the US, it is political arithmetic which does so. In accounting for these contrasting national profiles, we argue that they are underpinned by divergent social infrastructure and organisation. We also discuss some of the implications of the dominance of the cultural turn in the UK, specifically in terms of the relationship between the fields of academic research and policy and the development of a cumulative evidence base to address social inequalities in education. [ABSTRACT FROM AUTHOR]

Reflecting through the prisms of past, present ("the shape of things that are and were") and future ("the shape of things to come"), this paper discusses three challenges for sociology of education: the rise of populism and declining faith in 'experts'; inequities within and re/produced by the sociology of education; and how to enact a sociology of education that can 'make a difference' to social inequalities. The paper puts forward some ideas in support of a current and future practice of the discipline that is pluralistic and orientated towards social justice. Arguments are made for the value of public-orientated dialogue that is conducted in a range of registers and the importance of acknowledging and engaging with the 'debt' (Ladson-Billings) that is owed to minoritized communities and minoritized researchers. Finally, a case is made for a sociology of education based on the principle of service as enacted through praxis partnerships. [ABSTRACT FROM AUTHOR]

This paper considers the sociology of education (SOE) as a modern human science. It suggests that the SOE is mired in a set of unreflexive, redemptive, Enlightment rationalities, and explores the messy relationships of the sociology with education that result from this. It is argues that the sociology of education has consistently failed to distance itself from the metaphysics, optimism and oppressions of modern schooling. That it has failed to call into question either the basic building blocks of schooling, or what we call education – pedagogy, curriculum and assessment – or the buildings themselves, the spaces of education. The paper concludes by asserting to need for critique rather than simply criticism as a starting point for thinking education differently. [ABSTRACT FROM AUTHOR]

In this paper, we consider the intensifying pressures on critical research and academic integrity in a research policy context that has come to be increasingly dominated by an instrumentalist mind-set. Using sensitising resources drawn from Geoff Whitty's critique of the 'what works' agenda, we reflect on the current conditions of academic labour and some of the key issues and dilemmas they pose for critical researchers in the sociology of education and beyond. In particular, we underline the trend for 'what works' agendas to become constitutive of academic identities and practices, including at micro-levels, such that the option of 'standing outside' them is shifting from being merely personally taxing to being institutionally disallowed. In addition to highlighting the dilemmas this creates for critical researchers and the threat this poses to expansive and democratic approaches to education, the paper emphasises the centrality of relationship-forming in understanding and underpinning academic integrity. [ABSTRACT FROM AUTHOR]

The current period of disruptive social change is inextricably bound up with new means and modes of communication, information, and media streams. The Communication, Information Technologies & Media Sociology section of the American Sociological Association (CITAMS) locates these factors at the center of our collective interests, investigating them through a plethora of methods, theories, and empirical cases. Each year, CITAMS runs a special issue in ICS showcasing select works presented at the previous year's American Sociological Association conference and the affiliated Media Sociology preconference. Papers in the 2022 CITAMS Special Issue reflect a social context defined by a prolonged global pandemic and wrought by democratic uncertainty. Across these social circumstances, technology and media loom large. Simultaneously, everyday life continues and classic CITAMS scholarship sustains relevance for the ways people interact, construct identity, consume, and mobilize. All of this and more are contained in the pages of this year's Special Issue, from which readers can get a sense of what CITAMS has to offer and consider how their own work may fit within the broad CITAMS umbrella. [ABSTRACT FROM AUTHOR]

This paper introduces the notion of taste for teaching a subject, especially science, as a conceptual framework to analyse the aesthetics of teacher development as a lifelong process. We draw on the work of Pierre Bourdieu and John Dewey in order to account for how teachers distinguish admirable practices and, in doing so, distinguish themselves as inspiring professionals. In order to illustrate this framework, we report a narrative inquiry on the life story of Tomas, a white man nationally prized for his science teaching. This inquiry was inspired by sociological portraits recommended by Bernard Lahire. Results indicate how a practical disposition (as opposed to a theoretical one) played an important role in developing Tomas's individual taste for science teaching, producing a strong continuity between his early experiences as a masculine boy raised in a family of construction workers, on the one hand, and his later experiences as a biologist and a science teacher enacting inquiry-based activities. The significance of the findings for science education is discussed. [ABSTRACT FROM AUTHOR]

Science is an ethical community whose practitioners aim to discover information about the natural world and to explain discernible patterns that might be detected. Those who pursue science generally embrace certain epistemic values that help establish the moral boundaries of the community, while the twin pillars of rationality and empiricism serve as the foundations upon which scientists establish their truth claims. Yet however robust the assertions might appear, they nevertheless are the by-products of an exclusively human endeavor directly impacted by those sociological forces that apply throughout the social universe, including the scientist's social location and the importance of enhancing one's reputation. The current paper identifies key sociological factors that help shape scientific bias and the nature of the justifications used to defend truth claims. A case study of one community committed to a sociological paradigm demonstrates the utility of the explanatory framework advanced. A more self-conscious awareness of the forces at play that create such biases can help mitigate their deleterious impacts that subvert the quest for explanatory knowledge and valid truth claims about observable phenomena. [ABSTRACT FROM AUTHOR]

School architecture is often taken for granted both in use (where it is naturalized) and in writing on education policy (tending to feature simply as policy setting.) Built policy instead points up the active and ongoing role of the material environment in shaping education. From financing and procurement to the design of individual classrooms, the paper works across architecture, sociology and policy studies to clarify the relationship between different dimensions of physical and social space and so provide a useful theoretical ground for future work. What is special about school-building and architecture that enables them to do policy? How are they used to do it? By whom? From city planners to students, a range of actors use different space-organizing resources to attempt the instantiation of (and challenges to) policy in built form. These processes are explored first theoretically, then empirically through a new Academy school in England. The paper deepens understanding of what policy is, emphasizing its intimate if taken for granted spatial characteristics, its ongoing-ness in built form and its travel by means of circulating images of buildings and spaces. [ABSTRACT FROM AUTHOR]

The gender politics of the current moment have revitalized forms of feminism and anti-feminism. New collective engagements reflect both the power and problematics of group identity politics to, on the one hand, mobilize political resistance in struggles for gender justice but, on the other hand, homogenize and alienate 'others'. Mindful of these issues, this paper examines the group identity politics of the equity-focused clubs at an elite independent school in the USA. Drawing on interview data from 16 student leaders, the paper considers the gender dynamics within these clubs that both supported and undermined gender justice. The focus is on the polarizing of gender produced by the clubs that positioned equity as a minority issue, stigmatized homosexuality and presumed boys to be non-caring and not interested in equity. It is also on the school's approaches to disrupting this polarization through teacher mentorship and critical discussion. In terms of addressing issues of gender justice, the paper highlights the significance of students being able to access such mentorship and critical discussion within a variety of spaces that support them to be heard and reflect their commonality of experience. [ABSTRACT FROM AUTHOR]

The sociological study of intellectual recognition has tended to focus on highly cited and highly acclaimed authors and perspectives, while reserving some interest for those who are "forgotten." We know much less about the liminal cases: authors who are in-between fame and oblivion. This paper proposes a way to study intellectual recognition, by examining the liminal case of sociologist Charles H. Cooley. Based on a multilayered (quantitative and qualitative) citation analysis of Cooley's classic work, Human Nature and the Social Order (HNSO), we study the role of intellectual deference in accounting for this liminality. Specifically, we identify two distinct deference processes: acknowledgment and involvement. We argue that Cooley has survived intellectual oblivion by standing on the shoulders of citers, as he has received substantial acknowledgment but decreasing involvement. In the conclusion, we discuss the implications of our paper for the understanding of the making of sociological theory. [ABSTRACT FROM AUTHOR]

Our key aim with this collection, a combination of original empirical contributions and interventions by experts from across social geography and sociology, is to consolidate and advance feminist, interdisciplinary approaches to the everyday geographies of family via contemporary, empirically grounded research and direct interdisciplinary exchanges. This themed section showcases cutting edge geographical work in relation to the everyday geographies of family life; highlights the diversity of work being done within feminist geography and; develops a feminist geography that is enriched through engagement with interdisciplinary intellectual exchanges. We describe the intervention section that follows this introductory piece, bringing together writing from across sociology and geography, where there has been a cross-pollination of ideas around everyday family life, but very little concerted effort to bring these into dialogue to date. In introducing each contributor and their substantive interests, we will draw out relevant theoretical links across papers that illustrate how both family and the everyday, as key concepts, are being unsettled and problematised. Contributors to the intervention section are notable scholars that have set and shaped key agendas and debates. In their shorter papers, they will reflect on their influence on developing debates about family and everyday life. Drawing links across this suite of themed and intervention papers, it will be argued that interdisciplinary work around the family is important for carving out and consolidating feminist, interdisciplinary discussions and for determining what might also be distinctive about feminist approaches to family geographies as debates progress. [ABSTRACT FROM AUTHOR]

Past research in Health and Physical Education has repeatedly highlighted that curriculum development is an ongoing, complex and contested process, and that the realisation of progressive intentions embedded in official curriculum texts is far from assured. Drawing on concepts from education policy sociology this paper positions teacher educators as key policy actors in the interpretation and enactment of new official curriculum texts. More specifically, it reports research that has explored four teacher educators' engagement with a specific feature of the new Australian Curriculum in Health and Physical Education (AC HPE); five interrelated propositions or 'key ideas' that underpinned the new curriculum and openly sought to provide direction for progressive pedagogy in Health and Physical Education. The paper provides conceptual and empirical insight into teacher educators consciously positioning themselves as policy actors, motivated to play a role in shaping policy directions and future curriculum practices. As such, the teacher educators in this project are identified as policy entrepreneurs and provocateurs. The paper details a dialogic research process between the researchers that was designed to make curriculum interpretation a more transparent, collaborative and generative process. The data reported illustrates the research process supporting teacher educators to engage in productive debate about the possible meanings and enactment of the five propositions. Analysis reveals differing perspectives on the propositions and a shared investment in efforts to support their progressive intent. Empirically, the paper highlights the critical role that teacher educators will play in the ongoing enactment of a new curriculum that is overtly identified as 'futures oriented'. Conceptually, the paper adds depth and sophistication to understandings of teacher educators as policy actors. Methodologically, we propose that the research process described can be usefully adopted by other teacher educators and teachers engaged in similar processes of curriculum development, interpretation and enactment. [ABSTRACT FROM AUTHOR]

There is a common belief that eating patterns acquired during childhood shape them throughout adulthood. However, studies reveal that they can change. This paper explores this contradiction based on interviews with thirty-one people in Scotland. Viewing eating as a social practice, we adopt the lifecourse approach to demonstrate that there is evidence of both continuity and change in eating patterns over time. The concept of dys-appearance reveals why eating patterns are more likely to be revised and when these changes may be reflexively informed by dietary guidelines. This paper reveals that eating patterns acquired in childhood can shape them throughout the lifecourse and be resistant to attempts by others to change them. However, eating patterns may be more likely to change if the impetus for change originates within the individual and revisions are more likely to be informed by dietary guidelines when individuals view their eating patterns as problematic. Thus, this paper not only provides insight into the contradiction highlighted above, but also demonstrates the utility of viewing eating patterns as a social practice whilst illustrating the importance of individual agency in the reproduction of eating patterns, contributes to the sociology of the lifecourse and extends the application of dys-appearance. [ABSTRACT FROM AUTHOR]

Drawing on the capability approach to human development and Bourdieuan reflexive sociology, this paper explores the interplay of teacher agency and professional practice. The paper names five facets of teacher agency. It shows that teachers with a strong sense of agency actively seek learning opportunities—inquisitive agency; think effortfully about their beliefs and practices—deliberative agency; demand to be valued and respected for their professional work—recognitive agency; are committed to addressing educational disadvantages—responsive agency; and act ethically and make morally justifiable decisions—moral agency. Professional learning experiences that problematise practice and context of practice are proposed as an instrument for building teacher agency. [ABSTRACT FROM AUTHOR]

Written from the Global North, this paper offers an account of the interactional sociolinguistic underpinnings of research on language crossing, discusses the five papers in this special issue, and sets them both within the broader context of North/South knowledge production. [ABSTRACT FROM AUTHOR]

This paper analyses and examines Deleuze's Foucault as a means of investigating intellectual resources for a new sociology – one that, in Foucault's name, is neither foundationalist nor representationalist but genuinely other than the modernist discourse with which the discipline began and grew up. The paper begins with a brief historiography of sociology in order to broach the relationship between Deleuze and Foucault, and then focuses on Deleuze's book on Foucault as a means of moving 'from the archive to the diagram' and to a topology of 'thinking otherwise'. Finally, the paper moves to reformulate a new vocabulary no longer anchored in modernist categories to a non-dialectical reconfiguration of explanation and comprehension. [ABSTRACT FROM AUTHOR]

Sociologists and social scientists' low professional status looms large when looking at the rapidly changing professional hierarchy based on the prominent role of technology and of scientific applications for peoples' lives. The paper seeks to unveil the inadequate professionalization of sociology in Greece and to relate this situation to the increase in the employment precariousness of sociologists over the years of the economic crisis. Moreover, the dominant economy-centric ideological/ governance model which promotes the 'utilitarianism' of the social sciences has played a significant role in sociology's residual position. The paper is structured along three axes: First of all, the low professional status of sociologists is related to the delayed academic institutionalization of sociology. Secondly, there is brief discussion of the relevant literature on graduate supply and demand in the labour market and the expansion of higher education. Thirdly, a more focused discussion is developed which portrays the opportunities and challenges faced by sociologists and other social scientists in the labour market, giving particular emphasis to the current situation in the wake of the financial crisis. Finally, it is concluded that the vicious circle of low professionalization and high precariousness facing sociologists demands institutional action aimed at reformulating the public agenda. [ABSTRACT FROM AUTHOR]

This paper discusses Jacobinism and the French/Haitian revolution in its unity and diversity. It shows that the main imaginary and institutional elements of modernity – including further anti-colonial struggles – can be seen in this large and radical movement in both sides of the Atlantic. In dialogue with Fehér's account of the metropolitan process and with interpretations of the colonial side, this paper rejects methodological nationalism as well as the downplaying of differentiations in the development of political modernity. Normative and epistemological issues are treated in the course of the argument, in the search for a critical theory of global modernity. [ABSTRACT FROM AUTHOR]

This paper presents data characterizing young trans people's experience during the period prior to coming out to parents as transgender. By analyzing data obtained directly from young trans and non-binary people it produces a sociological characterization of this period overall as the 'Deferral' period. The Deferral Period is further characterized as consisting of two parts; a 'Tacit Deferral' period, prior to epiphany as trans, and subsequent 'Discursive Deferral' period. The data indicate that both these deferral periods vary in length quite considerably but usually seem to be measurable in months and years. In particular these data contest the validity of concept of 'rapid-onset gender dysphoria' and the way young trans people are positioned by 'passive victim' narratives in many academic and media accounts. The analysis of the different ways young trans people construct their identities, prior to and after epiphany produces a 'Timeline of Revelation'. The data suggest many commonalities of experience among young trans people, and well as some differences and in particular the data exemplify how, young trans and non-binary people's own agency is key in negotiating barriers to transition. [ABSTRACT FROM AUTHOR]

The recent flourishing of visual methods is not mirrored in studies of taste. This paper engages with photo elicitation (PE), which Bourdieu applied in Distinction, but never elaborated on. We conducted systematic photo-interviewing in arts, fiction and architecture. After reviewing the relevant literature, we highlight illustrative findings and discuss the potential of PE. In studies of taste, PE helps in bridging "social worlds", and can unveil class-based repertoires for understanding culture. It provides entry to tacit knowledge, and aids comparisons. Importantly, when two methods, PE and oral interviewing, are used in combination, this significantly helps substantiate our findings. [ABSTRACT FROM AUTHOR]

Technologies change users' existing social, cultural, and material practices by providing new opportunities for reflecting on and managing their lives. As technological advancements pervade our private and professional lives, users are tempted to see them as 'magic bullets' that can help them become more organized and efficient. In this paper, we introduce the term 'time hacking' to capture the various ways technologies mediate users' time perception and perspective. We will use the examples of virtual assistants like Siri and Alexa and the Quantified Self Movement to illustrate how people feel that they are capable of hacking time by using devices and programs. Imagining tools as neutral entities that help them better manage their lives in a world that seems increasingly sped up, users are often blind to the multifarious ways these technologies, and the companies that produce them, shape what they attend to and how they make sense of information. The concept of time hacking helps us examine what narratives users construct and share about timesaving tools and how users' perception of and perspective about time changes in response to emerging technologies. Most importantly, time hacking can help to explain the allure of timesaving technologies, why users might be enthusiastic about taking them up and integrating them into their lives. [ABSTRACT FROM AUTHOR]

In recent years, mobile health (mHealth) technologies have received increasing attention from industry and researchers. Such technologies have been the focus of both criticism and high expectations. In this paper, we analyze the integration of mHealth tools in everyday life. Insights into the actual use of such tools have empirical importance and could contribute to our theoretical understanding of mHealth technologies. Our research is based on 23 interviews with the participants of a smartphone-based mobile health intervention aimed at increasing physical activity. We followed the principles of grounded theory during data collection and our analysis is framed by the domestication approach. Our results reveal that the intervention design can result in the participants feeling ill-represented by the reductive nature of the data they generate. The results also reveal the inadequacy between biomedical standards and the social contexts of use. In addition, we describe how middle-class users perceive step-counting through the prism of a moralizing ethos of self-responsibility. Our research has practical implications for the developers and participants of mHealth interventions and theoretical implications regarding mHealth as a societal practice. We also suggest that mHealth-related public policies may fail to reach certain population groups, namely those who do not share the values that surround those technologies and their uses. [ABSTRACT FROM AUTHOR]

Decades of developments in inclusive education have seen the waning of deficit discourse towards children with special needs, but exclusion has not yet left the scene. In response to this persistent problem, the Special Issue 'Destroying the Trojan Horse of "lazy inclusivism"' collects the wit of Chinese children, parents, and educators to promote inclusion. In this concluding paper, I engage with some sociological analyses of exclusion and inclusion followed by some sociological rethinkings of the notions of agency and resilience. My intention here is not to portray a panorama of the Special Issue or provide a summary of the knowledge built and lessons learnt throughout the articles included in the Special Issue. As these articles are empirically complex and contextually rich, it would be presumptuous to reduce those profound ideas to this concluding article. The concluding article therefore aims to question the perennial, conservative reproduction of structural problems that have long perturbed inclusive education; propose some sociological reworkings to force structural problems to retreat; and spark some debates and critiques among sociologists of education and colleagues of inclusive education. [ABSTRACT FROM AUTHOR]

This editorial discusses the sociological perspective of innovation, starting with a critical overview of the situation of sociology in current innovation studies. An outline of several key challenges to understanding innovation in society is followed by an interpretation of the characteristics of a sociology of innovation based on the core assumptions of the discipline. The editorial concludes with a summary of the papers of the special issue. [ABSTRACT FROM AUTHOR]

The article calls the attention of interested individuals to submit article that will be presented during conferences of Associations concerning economics. The organizers of the Seventh Annual Heilbronn Symposium in Economics and the Social Sciences Christian Freiherr von Wolff that will be held on June 22-25,1995 is inviting everyone to submit abstract and correspondence relevant to the theme. Likewise, the organizers of the 22nd Annual Meeting of the History of Economics Society that will be held on June 2-5, 1995 in South Bend, Indiana is calling the same.

The drive towards living well with dementia has resulted in a growing recognition of the value of community-based participatory arts activities. This review aimed to explore their overall impact and holistic benefits for people with early to moderate stages of dementia. Using a scoping review methodology and thematic analysis, this review explored relevant literature published between 2008 and 2019. 26 published papers were identified, comprising visual arts, literary arts, comedy, music and dance. The key themes included person-centred, in-the-moment approaches; participation and communication; attention and cognition; social cohesion and relationships; and the role of space, place and objects. There is strong evidence in support of using participatory arts for dementia, regardless of art form. In-the-moment and person-centred approaches were deemed impactful. Further research is needed to explore the importance of setting, material culture and the methodological or theoretical perspectives in participatory arts and dementia research. [ABSTRACT FROM AUTHOR]

Akìwowo's vision and scholarship were very much impacted by his historical context. Most of his work was conducted after independence when the issue of development was upmost in the minds of Nigerian academics. Born in 1922, he was an elder among the post-independence scholars who sought to help move the new nation forward. This paper focuses on the distinct ideas Akìwowo brought to this endeavour. It was the area in which I had the most discussions with him and in which I collaborated on a publication. I focus on (1) the context within which his ideas developed, (2) his perspective on indigenous sociologies and (3) his output. Akìwowo's concerns in the 1970s are still with us as is clear from Burawoy's Presidential address at the International Sociological Association meetings in Japan, 2014, and the ongoing work of sociologists and social scientists from other regions of the world. [ABSTRACT FROM AUTHOR]

In the closing decades of the last century, Professor Akínsolá Akìwowo, in a series of seminal papers, inaugurated what Jìmí Adésíná later dubbed 'the Akíwowo project'. This project involved (1) showing that there are resources in an African culture – Yorùbá – for doing sociology in ways that are as good as the dominant tradition to be found in Western sociology; and (2) offering some original ideas regarding some explanatory framework that could enable us to make sense of social phenomena. In this essay, I advance the Akìwọwọ project by showing how, despite previous criticisms, Akìwọwọ remains a keen identifier of theoretical possibilities lurking in his Yorùbá heritage for doing not only sociology, but also philosophy and other theories with African idioms. I show how those criticisms enhance the practice of sociology in Africa that will be a powerful presence in the discipline and in the world of ideas. [ABSTRACT FROM AUTHOR]

This article draws attention to a neglected aside in the debate over whether Marx fathered an illegitimate child. In 1898, Louise Freyberger wrote a controversial letter in which she claimed Engels had confessed on his deathbed that Frederick Demuth was Marx's son. The letter, however, only came to light in 1962 when Werner Blumenberg first discussed it in his biography of Marx. Blumenberg's revelation provoked an on-going debate over the plausibility of Freyberger's allegations. Several scholars went so far as to dismiss the letter as a forgery, noting that it only existed in the form of a typed copy that Blumenberg had discovered in the archives of the International Institute of Social History (IISH). In 1963, Jacob-Peter Mayer published a review of Blumenberg's biography in which he stated he had known of the letter in the 1930s, but few if any scholars took note of Mayer's claim. In 2019, a copy of the letter in Mayer's own hand was found among his papers. This article argues that Mayer copied his version, not from the IISH typescript, but from the original letter, which he had come across while working in the archives of the German Social Democratic Party in the 1930s. [ABSTRACT FROM AUTHOR]

Social capital is often cited as shaping impacts of participatory arts, although the concept has not been systematically mapped in arts, health and wellbeing contexts. In wider health inequalities research, complex, differential, and sometimes negative impacts of social capital have been recognised. This paper maps of social capital concepts in qualitative research as part of the UK What Works for Wellbeing evidence review programme on culture, sport and wellbeing. Studies often cite positive impacts of bonding and, to a lesser extent, bridging social capital. However, reported challenges suggest the need for a critical approach. Forms of linking social capital, such as reframing and political engagement to address social divisions, are less often cited but may be important in participatory arts and wellbeing. Future research should further specify dimensions of social capital as well as their nuanced effects in arts, and wellbeing contexts. [ABSTRACT FROM AUTHOR]

Trust is a key mechanism for explaining the ease and frequency of knowledge spillovers within regions. While the importance of trust is virtually uncontested, there have been few attempts to rigorously disentangle the way in which trust formation is related to space and proximity. The aim of this paper is to advance the understanding of trust formation in terms of its main antecedents within the context of regional studies. This is done by reviewing the rich literature on trust formation from psychology, sociology, and organization studies and connecting it conceptually to different types of proximity. In doing so, the paper maps out a number of avenues for future research on trust and geography. [ABSTRACT FROM AUTHOR]

Emerging technologies research often covers various perspectives in disciplines and research areas ranging from hard sciences, engineering, policymaking, and sociology. However, the interrelationship between these different disciplinary domains, particularly the physical and social sciences, often occurs many years after a technology has matured and moved towards commercialization. Synthetic biology may serve an exception to this idea, where, since 2000, the physical and the social sciences communities have increasingly framed their research in response to various perspectives in biological engineering, risk assessment needs, governance challenges, and the social implications that the technology may incur. This paper reviews a broad collection of synthetic biology literature from 2000-2016, and demonstrates how the co-development of physical and social science communities has grown throughout synthetic biology's earliest stages of development. Further, this paper indicates that future co-development of synthetic biology scholarship will assist with significant challenges of the technology's risk assessment, governance, and public engagement needs, where an interdisciplinary approach is necessary to foster sustainable, risk-informed, and societally beneficial technological advances moving forward. [ABSTRACT FROM AUTHOR]

The aim of this paper is to analyse the growing emphasis on the concepts of the experience economy, creative industries, and cultural industries as ways in which the social contract of artists is negotiated. What expectations are directed towards the artistic profession and how is the contribution of artists to society and their work conditions constructed by these concepts? The paper applies the concept of social contract from the sociology of professions which enables a focus on the artistic profession not only in an internal arts world perspective, but also in a broader societal frame. The study presented was carried out in a Norwegian context. Empirically, the paper is based on 28 applied research reports. [ABSTRACT FROM AUTHOR]

This paper explores the long-term effects of Rio de Janeiro's slum upgrading, a key policy instrument of municipal housing since the 1990s, and an essential reference for housing initiatives worldwide. From a theoretical stance, this paper builds on the Political Sociology of Public Policy Instruments (PPI) and actor–network theory (ANT). The paper argues that Rio's slum upgrading instrumentation, that is, its constitution and use, has been key to the various housing policy oscillations over the past three decades. It also contends that this instrumentation contributed to the depoliticization of the municipal housing policy through the fostering of a 'community of practice' centred on slum upgrading, formed by a wide range of state and non-sate actors, and based on a technical rationality. This community and its practices have weakened the political control over Rio's housing policy in the past decades. [ABSTRACT FROM AUTHOR]